A review of personal response systems in higher education : theoretical model and future research directions

Abstract

Personal response systems (PRSs) are still prevalent in a wide range of educational settings, and this increasing importance has prompted many researchers to examine their various aspects. PRS effects on student learning performance are generally divided into three main categories of factors: (1) learner characteristics (learner interface and learner interactions), (2) instructor characteristics (instructors' technical skills and attitudes toward students), and (3) other contextual factors (content and types of questions). This chapter discusses the characteristics of PRSs, reviews their advantages and disadvantages, and proposes a theoretical model of the factors affecting student engagement and performance in learning. The chapter concludes by exploring the research implications of the findings and directions for future PRS research.